Help ASAP 1) Consider the scene in the court house with Atticus's closing argument in the To Kill a Mockingbird movie and answer the following questions with about 2-3 sentences each:

The majority of the shot is a close up of Atticus himself as he speaks. This camera angle shows that the director wants the viewer to pay attention to what?
What do Atticus's facial expressions and body language say about his emotions in this scene?
How would the emotions in this scene change if the entire thing was shot in a wide angle, showing the entire courtroom from a distance?

2) Consider the music used in the scene from To Kill a Mockingbird where Scout meets Boo Radley for the first time, and answer each of the following questions in about two to three sentences.

How would you describe the tone of the music while Boo is hiding behind the door?
Compare that to the tone of the music when he is brought into the light and Scout smiles at him. How does the music change?
What effect does that change have on the way the viewer perceives the character of Boo Radley?

3) In a five-minute oral report, compare and contrast the novel and film versions of To Kill a Mockingbird. Compare and contrast the ways in which related themes are treated differently in each medium with a particular focus on the theme of moral courage. Compare and contrast the effectiveness of each treatment the way various themes are treated in each media.

What is one way to appeal to ethos?

Read the excerpt from chapter 6 of  animal farm.by the autumn the animals were tired but happy. they had had a hard year, and after the sale of part of the hay and corn, the stores of food for the winter were none too plentiful, but the windmill compensated for everything. it was almost half built now.how does the pacing of this passage affect the reader’s interpretation of the text? a flashback to earlier events provides a pause in the pacing to slow events down.foreshadowing of events provides information as to what will happen to the windmill.the pace of the text quickens to convey the characters’ resolve to finish the windmill.the pace of the text quickens to move the story to its climax, the completion of the windmill.

In just over one hundred years, between 1701 and 1810, 252,500 enslaved africans were brought to barbados—an island that occupies only 166 square miles (making it, today, one of the smallest countries in the world). the english then set out to conquer more sugar islands, starting with jamaica, which they took from spain in 1655. in the same period that the 252,500 africans were brought to barbados, 662,400 africans were taken to jamaica. thus, sugar drove more than 900,000 people into slavery, across the atlantic, to barbados and jamaica—and these were just two of the sugar islands. the english were eagerly filling antigua, nevis, saint kitts, and montserrat with slaves and sugar mills. they took over much of dutch guiana for the same reason. seeing the fortunes being made in sugar, the french started their own scramble to turn the half of the island of hispaniola that they controlled (which is now haiti), as well as martinique, guadeloupe, and french guiana (along the south american coast near dutch guiana), into their own sugar colonies, which were filled with hundreds of thousands more african slaves. by 1753, british ships were taking average of 34,250 slaves from africa every year, and by 1768, that number had reached 53,100. –sugar changed the world, marc aronson and marina budhos how do the authors use historical evidence to support their claim? x(a) they use secondary sources to show how french and english monarchs were indifferent to enslaved people. x(b)they use secondary sources to show that enslaved people often fought for their freedom after arriving in the caribbean. the answer is: (c)they use facts from primary sources to show how countries increased the number of enslaved people to produce more sugar. x(d)they use primary source interviews to show that countries could make more money in trading sugar without using enslaved people.